Language Education
Faten Mohammed Hussein Alaaid; Elham Naji Meidani
Abstract
The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory ...
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The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory Intelligence Scale (ESQ). The results revealed that students’ writing scores had a significantly positive relationship with their positive emotions and a significantly negative relationship with their negative emotions. Moreover, significant differences were found between some of the emotions experienced by Iranian and Iraqi students in terms of human and non-human writing elements, i.e., boredom, enjoyment, hope, and relief. The findings also indicated that ESQ positively predicts both Iranian and Iraqi students’ writing scores mediated by positive and negative emotions. Finally, the results were discussed and implications were provided in the context of language education.
Language Education
Reza Pishghadam; Shima Ebrahimi
Abstract
Considering the rapid progress of technology in the fields of cognition, robotics, and artificial intelligence, as well as the abundance and easy access to educational materials in cyberspace, traditional education no longer meets the actual needs of society. Informal education has overcome formal education ...
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Considering the rapid progress of technology in the fields of cognition, robotics, and artificial intelligence, as well as the abundance and easy access to educational materials in cyberspace, traditional education no longer meets the actual needs of society. Informal education has overcome formal education by placing a greater emphasis on techniques and skills. In this article, two types of education were introduced: a) Mindsetting education (including mind-filling education and mind-developing education) and b) Brainsetting education (including brain-exercising education and brain-generating education). The first relates to thinking and thoughts, and the second is knowledge and skills. In fact, with the advent of intelligent educational systems, there has been a shift from soft, mental, and human approaches to more hard, cerebral, and machine approaches, which teachers and educational specialists need to consider.
Language Education
Sedigheh Vahdat; Mohammad Reza Anani Sarab; Sadegh Ghobadi
Abstract
The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic ...
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The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson’s text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed.
Language Education
Farzaneh Soudkhah Mohammadi; Shaghayegh Shayesteh
Abstract
Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL ...
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Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL teacher’s concern for their students’ emotional and mental well-being - also known as the teacher’s emo-cognitive ability. The present research aims to bridge this gap by identifying the variables that are relevant to EFL teacher success and establishing a link between a teacher’s level of concern for their learners and their overall success. The findings of this study have significant implications for EFL teacher trainers, instructors, language learners, and researchers alike.
Language Education
Zohreh Gooniband Shooshtari; Zohreh Sadat Naseri
Abstract
Considering the importance of online classes in the Covid-19 era, this study surveyed the satisfaction of English language teachers in secondary schools with teaching on the Shad educational network in 2020 and 2021. This study aimed to explore the teachers’ attitudes towards the opportunities ...
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Considering the importance of online classes in the Covid-19 era, this study surveyed the satisfaction of English language teachers in secondary schools with teaching on the Shad educational network in 2020 and 2021. This study aimed to explore the teachers’ attitudes towards the opportunities and challenges of the Shad application and to provide the educational community with solutions to overcome the obstacles in the application. A mixed-methods research design was employed, involving 55 high school English language teachers. The quantitative data were collected through a questionnaire that was adapted from several questionnaires in the field of online education (the validity of the questionnaire was confirmed by EFL instructors of Shahid Chamran University of Ahvaz and its reliability was estimated at 0.84 using Cronbach’s alpha, α = 0.84). The qualitative data were gathered through semi-structured interviews. Results indicated that the use of the Shad application increased the parents’ responsibility and involvement in the student’s learning process. The identification of capable teachers and the utilization of teachers’ experiences were among the opportunities of the Shad application. The teachers commented the biggest problem with using the Shad application was that it was too slow to transfer and learn.
Language Education
Mohammad Khoorsand; Ghasem Modarresi
Abstract
The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students’ academic achievement in teachers’ emotions and stroke, and exploring the students’ perspective of the role of teachers’ emotions and stroke in their academic ...
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The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students’ academic achievement in teachers’ emotions and stroke, and exploring the students’ perspective of the role of teachers’ emotions and stroke in their academic achievement. In so doing, a number of 232 BA English-major students were selected to participate in this study based on convenient sampling and six students were participated in the qualitative phase based on data saturation. The obtained results from Pearson Correlation Coefficient showed that there was a statistically significant association between teachers’ emotions, stroke and academic achievement. Furthermore, the results of Multiple Regression revealed that the best predictor of academic achievement was teachers’ emotions. Finally, after determining the inter-rater agreement and inter-rater reliability of the data, the results emerged from the students’ responses offered 11 common codes. At the end, some practical implications are offered for EFL students and teachers.
Language Education
Asieh Amini; Hiwa Weisi
Abstract
The realm of foreign language acquisition emphasizes the affective dimension of learning rather than only cognitive. This affective turn has focused on how EFL students’ emotions affect learning a new language and culture, as well as identity development. This survey article examines the kinds ...
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The realm of foreign language acquisition emphasizes the affective dimension of learning rather than only cognitive. This affective turn has focused on how EFL students’ emotions affect learning a new language and culture, as well as identity development. This survey article examines the kinds of emotions students experience, the causes of emotions and their potential effects on learning, based on the emotioncy model. Ten students majoring in English participated in cognitive interviews and they were asked to elaborate on the tensions they might have encountered or are currently encountering. Based on the interview results, emotioncy management is one of the instructors’ abilities that plays a significant role in the process of foreign identity development. Further, in order to facilitate successful learning, emotioncy should be materialized to the practical level to be an apropos signifier in meeting students’ emotional needs.
